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All Journal Jurnal Pendidikan dan Kewirausahaan Jurnal Konseling Pendidikan Islam
Mulyanti, Imas Sri
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Education Social Sciences Other

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Manajemen Pendampingan Sasaran Kinerja Pegawai di Platform Merdeka Mengajar pada Guru SMP di Kabupaten Cianjur Yoseptry, Ricky; Solihah, Susan Nurhasanah; Permana, Asep Cipta; Mulyanti, Imas Sri; Nurhaeti, Ai; Widianti, Yuni; Wasliman, Eva Dianawati
JURNAL PENDIDIKAN DAN KEWIRAUSAHAAN Vol 12 No 2 (2024)
Publisher : STKIP PGRI SITUBONDO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47668/pkwu.v12i2.1308

Abstract

Penelitian ini bertujuan untuk mengetahui penyebab guru belum mampu menyusun Sasaran Kinerja Pegawai di Platform Merdeka Mengajar dan menemukan strategi pendampingan melalui tahapan dalam manajemen pendampingan. Jenis Penelitiannya adalah penelitian deskriptif kualitatif dengan metode studi kasus. Penelitian ini dilaksanakan di tingkat Meso yaitu Dinas Pendidikan Kabupaten Cianjur pada bulan Maret-Mei 2024. Teknik pengumpulan data melalui wawancara, angket, observasi, dan studi dokumen. Hasil penelitian menunjukan bahwa kemampuan guru menyusun Sasaran Kinerja Pegawai di Platform Merdeka Mengajar akan meningkat jika diberikan strategi pendampingan yang tepat melalui tahapan analisis manajemen pendampingan yang meliputi; Perencanaan, Pengorganisasian, Pelaksanaan dan Evaluasi.
PRINCIPALS' COACHING MANAGEMENT IN IMPROVING THE PERSONALITY COMPETENCE OF TEACHERS AT MEKARSARI PUBLIC ELEMENTARY SCHOOL Mulyanti, Imas Sri; Sauri, R. Supyan
Jurnal Konseling Pendidikan Islam Vol. 6 No. 3 (2025): Jurnal Konseling Pendidikan Islam
Publisher : LP2M IAI Al-Khairat Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32806/jkpi.v6i3.894

Abstract

This study aims to describe and analyze in depth the coaching management carried out by the principal in an effort to improve the personality competence of teachers in elementary schools. Teacher personality competence, which includes aspects such as integrity, emotional stability, responsibility, and the ability to collaborate, is an important foundation in creating a conducive and effective learning environment for students. This study uses a qualitative approach with a case study design, which allows researchers to explore the phenomenon contextually and in depth. Data were collected through a combination of methods, including in-depth interviews with principals and teachers, direct observation of coaching interactions and school activities, and analysis of relevant documents such as teacher development plans and supervision notes. The results of the study indicate that effective principals implement coaching management with various strategies, including: (1) setting clear and measurable goals, (2) providing specific and ongoing constructive feedback, (3) personal emotional and motivational support, (4) facilitating self-reflection and developing action plans, and (5) creating a collaborative culture that supports peer learning. These strategies are significant in increasing teacher self-confidence, motivation, and professionalism, as well as having a positive impact on the quality of teacher-student interactions in the classroom. In addition, this study also identified challenges and barriers faced in implementing coaching, such as time constraints, lack of formal coaching training, and teacher resistance to change. Based on these findings, the study provides practical recommendations for principals, supervisors, and other education stakeholders to strengthen coaching management and ensure the sustainability of teacher personality competency development.
Co-Authors Nurhaeti, Ai Permana, Asep Cipta Sauri, R Supyan Solihah, Susan Nurhasanah Wasliman, Eva Dianawati Widianti, Yuni Yoseptry, Ricky